Archived Volume

Zaporizhzhia National University Department of Computer Science Publication Repository Archived Volume th Title: ICT in Education, Research, and Industrial Applications. Proc. 15 Int. Conf. ICTERI 2019. Volume II: Workshops. Editor(s): Vadim Ermolayev Artur Korniłowicz Zaporizhzhia National University, Ukraine University of Bialystok, Poland Frédéric Mallet Hennadiy Kravtsov Université Cote d’Azur; CNRS, Inria, I3S, France Kherson State University, Ukraine Vitaliy Yakovyna Mykola Nikitchenko University of Warmia and Mazury Taras Shevchenko National University in Olsztyn, Poland; Lviv Polytechnic National Univer- of Kyiv, Ukraine sity, Ukraine Serhiy Semerikov Vyacheslav Kharchenko Kryvyi Rih State Pedagogical University, National Aerospace University “KhAI”, Ukraine UkraineAleksander Spivakovsky Vitaliy Kobets Kherson State University, Ukraine; Kherson State University, Ukraine Verkhovna Rada of Ukraine Provided by: Vadim Ermolayev (on behalf of volume editors) Group: Intelligent Systems, Dept. of Computer Science Project: ICTERI Published as: Ermolayev, V., Mallet, F., Yakovyna, V., Kharchenko, V., Kobets, V., Korniłowicz, A., Kravtsov, H., Semerikov, S., and Spivakovsky, A. (Eds.): ICT in Education, Research, and Industrial Appli- cations. Proc. 15th Int. Conf. ICTERI 2019. Volume II: Workshops. Kherson, Ukraine, June 12-15, 2019, CEUR-WS.org, online (http://ceur-ws.org/Vol-2393/) Publisher: CEUR Workshop Proceedings (http://ceur-ws.org/) Abstract: This volume represents the proceedings of the Workshops co-located with the 15th International Conference on ICT in Education, Research, and Industrial Applications, held in Kherson, Ukraine, in June 2019. It comprises 82 contributed papers that were carefully peer-reviewed and selected from 218 submis- sions for the five workshops: 3L-Person, CoSinE, ITER, RMSE, and TheRMIT. The volume is structured in five parts, each presenting the contributions for a particular workshop. The topical scope of the volume is aligned with the thematic tracks of ICTERI 2019: (I) Advances in ICT Research; (II) Information Systems: Technology and Applications; (III) ICT in Education; and (IV) ICT Cooperation in Academia and Industry. Keywords: ICT, Advances in ICT Research, ICT Research Infrastructure, Information System, Technology, ICT Application, ICT n Education, ICT-Enabled Cooperation License: CC-BY 4.0 (https://creativecommons.org/licenses/by/4.0/) DOI: N/A Department of Computer Science, Zaporizhzhia National University Zhukovs’kogo st. 66 69600 Zaporizhzhia Ukraine Table of Contents Part I: 4th International Workshop on Professional Retraining and Life-Long Learning using ICT: Person-oriented Approach (3L-Person 2019) About One Approach to Building Systems for Testing Physical Knowledge . 1 Michail Lvov, Sergiy Kuzmenkov and Hennadiy Kravtsov Increase of the Level of Graphic Competence Future Bachelor in Computer Sciences in the Process of Studying Three-Dimensional Modeling . 17 Hanna Chemerys, Kateryna Osadcha, Viacheslav Osadchyi and Vladyslav Kruhlyk Ontological Model of Representation of University Resources . 29 Bogdan Buyak, Ivan Tsidylo, Serhiy Kozibroda and Victor Repskyi Mathematical Models and Methods of Supporting the Solution of the Geometry Tasks In Systems of Computer Mathematics for Educational Purposes. 41 Irina Chernenko, Michael Lvov, Ludmila Shishko and Evgen Kozlovsky Attitude to the Digital Learning Environment in Ukrainian Universities . 53 Olena Kuzminska, Mariia Mazorchuk, Nataliia Morze and Oleg Kobylin The Blended Methodology of Learning Computer Networks: Cloud-based Approach. 68 Oleg Spirin, Vasyl Oleksiuk, Nadiia Balyk, Svitlana Lytvynova and Sergiy Sydorenko The Method of Using the Maxima System for Operations Research Learning . 81 Mariya Shyshkina and Uliana Kohut The Comparative Analysis of the Cloud-based Learning Components Delivering Access to Mathematical Software . 93 Mariya shyshkina, Uliana Kohut and Maiia Popel Electronic Textbook as a Component of Smart Kids Technology of Education of Elementary School Pupils . 105 Svitlana Lytvynova xi Attitude to the Digital Learning Environment in Ukrainian Universities Olena Kuzminska1, Mariia Mazorchuk2, Nataliia Morze 3 and Oleg Kobylin2 1 National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine, [email protected] 2 Kharkiv National University of RadioElectronics, Kharkiv, Ukraine, [email protected], [email protected] 3Boris Grinchenko Kyiv University, Kyiv, Ukraine, [email protected] Abstract. Needs of digital transformation requires specific flexibility from modern universities to ensure the society demands implementation through innovative teaching and IC-technologies. Modern universities create a digital learning environment to support studying activities. This research presents an experts’ estimate of the current condition and perspectives of universities digital studying environments in Ukraine. We verified the theoretical model structure of the university digital studying environments by means of the empirical data factor analysis. We studied the components of the existing learning environment and enabling environment and compared them to the results of our previ- ous research. We proved the digital learning environment theoretical model was correct. We proved that visions of students and teachers correspond to the key trends accelerating higher education technology adoption. We assume the digital learning environment development benefits overcoming significant chal- lenges impeding higher education technology adoption. Keywords: Digital Learning Environment, University, Survey, Factor Analysis, Education. 1 Introduction The biggest digital transformation ever occurs right now. Unfortunate countries and enterprises those won’t be able to adapt are done for. The Global Competitiveness Report 2018 claims that the promise of leveraging technology for economic leapfrog- ging remains largely unfulfilled [1, p.9]. A number of organizations require help to envision, structure, and sequence successful digital transformation efforts [2]. Strong institutions are a fundamental driver of both productivity and long-term growth. Their benefits extend well beyond economics, affecting people’s well-being on a daily ba- sis. Thus the question of the educational system improvement and transformation becomes more than urgent, as it’s connected to preparing the competitive profession- als at the observed tendency for digital technologies development [3]. 53 Needs of digital transformation requires the flexibility of modern universities to ensure the implementation of society demands through innovative teaching and IC- technologies. Leveraging these technologies requires not only the creation of the digital learning environment [4], but also changes in the educational process. The tools to assess competitiveness, along with traditional concepts (such as ICT and physical infrastructure, macroeconomic stability, property rights, years of school- ing) become crucially important concepts those go in a row with an entrepreneurial culture, multi-stakeholder collaboration, critical thinking, and social trust [1, p.7]. All these factors together influence the universities’ competitiveness. Under a condition of the education system digital transformation enabling environment is meant to become the university digital learning environment (DLEs) with its following integra- tion to the global digital environment. Digitalization of the educational environments will improve the university competitiveness, that is important both for the students who decide on what university to choose and for the universities interested in attracting potential students, best teachers and researches, investments and grants. This research aims to prove the theoretical model of the university digital environment structure and evaluate its relevance and perspectives for universities in Ukraine. 2 Theoretical Background Existing research studies in higher education proved that it’s easier to engage students to learn with when ICT [5, 6]. The universities’ key priority is improving their digital environment, that would support new academic policy, practices and technological landscape [7]. Accepting the digital learning environment in many ways depends on the educational trends and the most recent educational requirements. However, the technologies are also important for DLEs development. Digital learning environments include any set of digital tools and technology-based methods that can be applied to support learning and instruction [8]. We can claim that DLE is a next stage for the e- learning environment and the virtual learning environment [9], however, some re- searchers use these terms as synonyms. Universities and non-commerce organizations research on designing and developing digital learning environments and their effectiv- ity. The digital learning environment Manifesto from the Edutainme aims to proclaim the principles of how to create digital learning environments, where the student will be a performer of his own learning, entitled to influence his own growth [10]. DUCAUSE (e.g., https://library.educause.edu/topics/teaching-and-learning/next- generation-digital-learning-environment-ngdle) helps elevate the impact of IT, thus the next generation digital learning environment (NGDLE) concept seeks for a bal- ance between the openness of learning and the need for coherence in the environment and emphasizes personalization, collaboration, and accessibility/universal design – all essential to

Load more